MCAS Questions #9, 15 and 28 9. An inventor claims to have designed a perpetual motion machine, a device that creates its own power. Which of the following laws best explains why a perpetual motion machine cannot work? A. law of conservation of energy B. law of conservation of matter C. Newton’s second law D. Newton’s third law
Standard: 2.1 Interpret and provide examples that illustrate the law of conservation of energy.
15. A hand-held video game is powered by batteries. After playing the game for several minutes, a student notices that the game feels warm. Which of the following is the most likely explanation for this observation. A. The game creates energy when it is turned on. B. Some of the energy from the batteries is changed to heat. C. Some of the energy from the batteries is changed to friction. D. The game receives heat energy from the person playing it.
Standard: 2.1 Interpret and provide examples that illustrate the law of conservation of energy
28. Which of the following statements describes an energy change that takes place as the person lifts the mallet and then lets it fall toward the target? A. Kinetic energy increases as the mallet reaches its highest point. B. Potential energy decreases as the mallet reaches its highest point. C. Kinetic energy converts to potential energy as the mallet falls toward the target. D. Potential energy converts to kinetic energy as the mallet falls toward the target.
Standard: 2.2 Interpret and provide examples of how energy can be converted from gravitational potential energy to kinetic energy and vice verse.
C. We cover these topics in our energy unit. We cover potential vs. kinetic energy in depth D. Students participated in many experiments. Question 15 was covered when we observed and talked about Newton’s cradle. The conversion of potential vs. kinetic energy was displayed in many labs in which we calculated values using the two equations. The conservation of energy was displayed when we discussed how sound, heat, light etc are forms of energy.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -
WS4-ScienceLearningActivityTypes.pdf
File Not Found
(Download Details - 150KB)
<Add Science Learning Activity Types here>
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Activity Type Category
Description of Activity
Online Resource Link
Conceptual Knowledge Building
Observe Phenomena- Students will watch a short video of Newton's cradle and then observe it in person while drawing conclusion to support or deny their hypothesis.
Create an image- students present finding using prezi on how they successfully engineered a ramp so their skater could make it up and down the ramps and jumps safety
Ball Drop in Clay Objective: How does the height of the ball affect the amount of kinetic energy it has?
Activity type: Procedural Knowledge building. Hands on activity
Instructions: Materials:
Clay
Cardboard
Ball of choice
Ruler
Height of Object
Depth of Hole
10cm
50cm
1cm
1.Lay a 3-cm-thick layer of smooth modeling clay on a piece of cardboard. Place the cardboard on the floor.
2.Drop an object such as a baseball, golf ball, or orange into the clay from a height of 10 cm. Measure the depth of the hole made by the object and record it in the table in the Data and Observations section.
3.Repeat step 2 from a height of 50 cm and 1 m
Online component:
Students could video or shutter app on Ipad to capture image of ball hitting clay to show collision and use that to analyze results of how deep each hole created was.
Classroom materials:
Clay
Cardboard
Ball of choice
Ruler
Assessment: Analysis Questions: 1.How does the depth of the hole depend on the height of the ball?
2.How does the kinetic energy of the falling ball depend on the distance it fell?
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Step 2: Using the forward arrow ( -->) go through the Prezi on kinetic and potential energy.
Step 3: Chose one of the two questions at the end of the presentation and create a Prezi of your own answering those questions. Be sure to include graphics as well as info to help answer the question. For extra credit you may answer both questions.
Objective : Apply the concepts of GPE, KE, Conservation of Energy to real world scenarios
Assessment: Group participation, discussion
Task: Students will use black box activity to think of scenarios in which these 6 words could apply
Steps:
1.Students will use the words on the box to brainstorm 10 situations in which they might experience all 6 of these words
2. Students will come together and share their ideas.
3. We will try and figure out if there is one right answer
Materials: paper, scissors, tape, worksheet
Stage 2 Activity: Objective:Discover the difference between potential and kinetic energy and also investigate the amount of thermal energy created by friction
Standard:
2.1 Interpret and provide examples that illustrate the law of conservation of energy.
2.2 Interpret and provide examples of how energy can be converted from gravitational potential energy to kinetic energy and vice versa.
Misconceptions: -All energy is converted from potential to kinetic -Energy can can be created or destroyed
Task: Use a Phet simulation to display the difference between kinetic and potential energy and how friction can play a role in the creation fo thermal energy and display conservation of energy.
Procedure: Have students open up Phet simulation. Complete the worksheet below
Grouping: Pairs of students will work best with this activity
2) Play with the simulation until you feel comfortable with all the buttons and graphs.
3) Explain what happens to the thermal energy when you increase the coefficient on friction. (Find the slider in the More Features tab.)
4) Why is the kinetic energy always zero when you stop the simulation? When is the kinetic energy a positive number? (Replay your simulation and just watch the numbers.)
5) What was the potential Energy at the beginning of the action? Did it ever get greater? How did you increase the potential energy?
6) How do the graphs for the kinetic energy and the potential energy compare?
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Melissa Holland
Lesson Title: Bouncing Balls
Grade Level: Grade 9 Intro Physics
State Standards:
2.1 Interpret and provide examples that illustrate the law of conservation of energy.
2.2 Interpret and provide examples of how energy can be converted from gravitational potential energy to kinetic energy and vice versa.
Lesson Question:
How does the mass of the ball affect both the kinetic and potential energy of the ball?
Introduction: You already have knowledge of:
The Scientific method
The equations for PE and KE
The Law of Conservation of Energy
Friction
Newton’s Laws
Inertia and momentum
Task: Objectives: After conducting this lab, you will be able to
Identify the two states of energy.
Demonstrate kinetic and potential energy.
Test for the effect of varying mass and height on kinetic and potential energy.
Recognize the total energy in a system is equal to the sum of the potential and kinetic energy.
Calculate how much energy is converted to heat, light etc. in the system
Process (include all steps of the lesson procedure):
You will have already taken notes on PE and KE and The Law of Conservation
You will begin with an opener on Newton’s Cradle( can use real cradel or virtual one found online)
Question: Will Newton’s Cradle ever stop? Why?
Class will discuss answers and debate with one another
You will then watch Bill Nye video clip (2 min) on bowling ball pendulum.
Teacher should tie this video into opener about Newton's cradle
After a brief discussion on Bill Nye video, you will complete pre-lab questions
Once pre lab questions are checked by teacher, you may complete your lab
Your teacher will determine the lab groups. Three students to a group works best with this lab. Groups may choose their ball of choice. Multiple balls may be tested if time permits.
It is recommended that multiple balls be used to create enough data for the class to analyze
After the lab, the class will watch a cartoon clip on energy to further reinforce concepts from lab
Workshop Wiki Page - Melissa Holland
Workshop 2 - MCAS Assessments & Curriculum Mapping
MCAS Questions #9, 15 and 28
9. An inventor claims to have designed a perpetual motion machine, a device that creates its own power. Which of the following laws best explains why a perpetual motion machine cannot work?
A. law of conservation of energy
B. law of conservation of matter
C. Newton’s second law
D. Newton’s third law
Standard: 2.1 Interpret and provide examples that illustrate the law of conservation of energy.
15. A hand-held video game is powered by batteries. After playing the game for several minutes, a student notices that the game feels warm. Which of the following is the most likely explanation for this observation.
A. The game creates energy when it is turned on.
B. Some of the energy from the batteries is changed to heat.
C. Some of the energy from the batteries is changed to friction.
D. The game receives heat energy from the person playing it.
Standard: 2.1 Interpret and provide examples that illustrate the law of conservation of energy
28. Which of the following statements describes an energy change that takes place as the person lifts the mallet and then lets it fall toward the target?
A. Kinetic energy increases as the mallet reaches its highest point.
B. Potential energy decreases as the mallet reaches its highest point.
C. Kinetic energy converts to potential energy as the mallet falls toward the target.
D. Potential energy converts to kinetic energy as the mallet falls toward the target.
Standard: 2.2 Interpret and provide examples of how energy can be converted from gravitational potential energy to kinetic energy and vice verse.
C. We cover these topics in our energy unit. We cover potential vs. kinetic energy in depth
D. Students participated in many experiments. Question 15 was covered when we observed and talked about Newton’s cradle. The conversion of potential vs. kinetic energy was displayed in many labs in which we calculated values using the two equations. The conservation of energy was displayed when we discussed how sound, heat, light etc are forms of energy.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -(Download Details - 150KB)
<Add Science Learning Activity Types here>
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Stage 1 Activity:
Ball Drop in Clay
Objective: How does the height of the ball affect the amount of kinetic energy it has?
Activity type: Procedural Knowledge building. Hands on activity
Instructions:
Materials:
1.Lay a 3-cm-thick layer of smooth modeling clay on a piece of cardboard. Place the cardboard on the floor.
2.Drop an object such as a baseball, golf ball, or orange into the clay from a height of 10 cm. Measure the depth of the hole made by the object and record it in the table in the Data and Observations section.
3.Repeat step 2 from a height of 50 cm and 1 m
Online component:
Students could video or shutter app on Ipad to capture image of ball hitting clay to show collision and use that to analyze results of how deep each hole created was.
Classroom materials:
Assessment:
Analysis Questions:
1.How does the depth of the hole depend on the height of the ball?
2.How does the kinetic energy of the falling ball depend on the distance it fell?
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Students please take time to click on link below. This link is to a technology survey
http://www.surveymonkey.com/s/2011StudentTechSurvey
Instructions for Prezi
Step 1: Go to the following site
http://prezi.com/qw3lecnjx5ct/kinetic-and-potential-energy/
Step 2: Using the forward arrow ( -->) go through the Prezi on kinetic and potential energy.
Step 3: Chose one of the two questions at the end of the presentation and create a Prezi of your own answering those questions. Be sure to include graphics as well as info to help answer the question. For extra credit you may answer both questions.
Below is a handy quick start guide to using Prezi if you have any questions
http://blogs.princeton.edu/hrc/docs/prezi_tech_spotlight_session.pdf
Workshop 6 - Scientific Investigations
Black Box Investigation
Objective : Apply the concepts of GPE, KE, Conservation of Energy to real world scenarios
Assessment: Group participation, discussion
Task: Students will use black box activity to think of scenarios in which these 6 words could apply
Steps:
1.Students will use the words on the box to brainstorm 10 situations in which they might experience all 6 of these words
2. Students will come together and share their ideas.
3. We will try and figure out if there is one right answer
Materials: paper, scissors, tape, worksheet
Stage 2 Activity:
Objective:Discover the difference between potential and kinetic energy and also investigate the amount of thermal energy created by friction
Standard:
Misconceptions:
-All energy is converted from potential to kinetic
-Energy can can be created or destroyed
Task: Use a Phet simulation to display the difference between kinetic and potential energy and how friction can play a role in the creation fo thermal energy and display conservation of energy.
Procedure:
Have students open up Phet simulation. Complete the worksheet below
Grouping:
Pairs of students will work best with this activity
Web 2.0 online component:
http://phet.colorado.edu/en/contributions/view/3157
Classroom materials: Computers, worksheets
Assessment: Questions below on student worksheet
Student Worksheet
Ramps
Kinetic vs. Potential Energy
Procedure:
- Open the internet browser and start The Ramp simulation at
http://phet.colorado.edu/en/contributions/view/31572) Play with the simulation until you feel comfortable with all the buttons and graphs.
3) Explain what happens to the thermal energy when you increase the coefficient on friction. (Find the slider in the More Features tab.)
4) Why is the kinetic energy always zero when you stop the simulation? When is the kinetic energy a positive number? (Replay your simulation and just watch the numbers.)
5) What was the potential Energy at the beginning of the action? Did it ever get greater? How did you increase the potential energy?
6) How do the graphs for the kinetic energy and the potential energy compare?
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Melissa Holland
Lesson Title: Bouncing Balls
Grade Level: Grade 9 Intro Physics
State Standards:
Lesson Question:
How does the mass of the ball affect both the kinetic and potential energy of the ball?
Introduction:
You already have knowledge of:
Task:
Objectives: After conducting this lab, you will be able to
Process (include all steps of the lesson procedure):
See lab sheet for specific instruction under resources
See hw worksheet under resources
Conclusion:
Assessments:
Formative:
Summative:
Assessment Rubric
Conservation of Energy
Conservation of Energy
but missed some points
Conservation of Energy
Conservation of Energy
Resources:
Projector and Computer/internet access
Balls for lab
Meter sticks
Calculators
Student Worksheets
Cartoon Video:
- http://www.youtube.com/watch?v=7K4V0NvUxRg
Bill Nye VideoPhet Simulation for Stage 2 activity
http://phet.colorado.edu/en/contributions/view/3157
Student worksheet for lab
HW worksheet
Teacher Notes: